摘要:

Engineers continually make judgements and promote their decisions. Codes of practice offer little practical kelp, but engineering texts are full of declarations of what is approved and what is not. There is also a practical knowledge gained by exposure to dilemmas which teaches us through our feelings what it means, for us, to be a good engineer. Engineering judgements are seldom easy since judgements frequently require a balance between the good and the bad. Science is inappropriate for ethical judgements; it leads us to forsake wisdom and maturity. It is literature, especially in the form of the novel and the tragedy, that highlights how people cope with ethical dilemmas. There are many relevant tragedies and novels with a technological flavour that can be compared and contrasted, debated and discussed by students and professionals.

ISSN:0304-3797    

DOI:10.1080/03043799708923456

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

We cannot deal effectively with the question of non-technical studies for engineers without considering the views of the students themselves, as well as those of educators and employers of engineers. This entails reflecting on the role of the engineer in the greater society. In the US, there are serious problems of ‘status’ that complicate the matter. If engineers are viewed as mere technicians, then the relevance of non-technical studies is called into question. Yet non-technical studies are a means by which we hope to change engineers from technicians into true professionals. We must find ways to break this paralyzing cycle.

ISSN:0304-3797    

DOI:10.1080/03043799708923457

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

Global problems of development of modern civilization and the perspective of the post-modern future increase the role of ethical factors as regulators of actions in modern technology. This challenges the philosophy of technology from the 1960s, which was connected with the so called ‘normative turn’. The traditional philosophy of technology (e.g. A Gehlen's, O. Spengler's and others) interprets the role of technology differently from modern philosophy of technology. ‘The normative turn’ concentrates mainly on social conditions of technological development with the view that technology is not neutral and technological devices are not ‘innocent’. It is also connected with the new role of responsibility in engineering, namely with a subject, object and instance of responsibility in this area. The new requirements are important for education in engineering. The aim of education is the formation of a technological culture which is connected with the transmission of knowledge and the forming of skills and attitudes. The formation of a technological culture means aspiration to the unity of those three elements. The modern challenges mean the new requirements in these three areas; their unity will be expressed in responsible decisions and actions of engineers. The process of education should give foundations for proper and effective practice of the ethics of engineering.

ISSN:0304-3797    

DOI:10.1080/03043799708923458

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

In contrast to mathematics and science, where the history of the disciplines has long found a place in university curricula, the history of technology does not feature in many European engineering degrees. This paper will consider the pedagogical potential of the history of technology, with reference to four historical case studies. It is argued that the inclusion of such elements in engineering programmes can (a) give conventional students a vital broader perspective on their subjects and (b) improve the attractiveness of technology to those who would not normally consider it as an object of study.

ISSN:0304-3797    

DOI:10.1080/03043799708923459

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

The profound societal impacts of technological developments call for a drastic change in the education of engineers. The paper describes the development of training practice at the University of Twente, where a programme of more or less disciplinary philosophy and social science courses for engineers is evolving towards increasing integration with the technical curricula. This transformation is described by paying attention to the content of programmes and courses in philosophy and social sciences for engineering students, to their institutional context and management, and to trends in appraisal of these courses by students as well as by faculty. The latter topic is treated by using data derived from evaluations carried out on a regular basis. The development described reveals a trend from broad, general philosophy and social sciences courses for all engineering students towards specialized courses treating the societal trends and concerns which relate specifically to the technical domains of the separate engineering departments of the university.

ISSN:0304-3797    

DOI:10.1080/03043799708923460

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

This paper reviews various issues concerned with the design of computer-based learning (CBL) systems and the educational philosophies from which they are derived. It considers them from the point of view of four themes of contemporary thinking: rational, pragmatic, critical and radical. In particular, the paper considers the current enthusiasm for constructionist learning and teaching methods and how these may evolve in the light of recent research. It is seen that many of the current trends in CBL system design can be related to post-modern ideas about the role of technology in society.

ISSN:0304-3797    

DOI:10.1080/03043799708923461

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

This paper describes the development and assessment of a combined course in communications and design within engineering education. The first pan of the paper concentrates on content, teaching methodologies and assessment for visual and written communications, and looks at the problems that arise with this sort of course in an engineering context. This is followed by a short description of an innovative engineering design course which demands the submission of reports but, due to lack of resources, oral presentations are the exception rather than the rule. The final part of the paper outlines a synthesis of these two courses. In this combined course, the teaching and learning drawbacks and inconsistencies of separate courses are eliminated.

ISSN:0304-3797    

DOI:10.1080/03043799708923462

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

The present paper describes the successive stages of the School of Aeronautical Engineering of Madrid, Spain (unique high level institution in the country in this field) in terms of entry requirements, guidelines of the curricula, options or specialties, duration of studies, number of graduates, etc. along with a parallel description of the Spanish aeronautical industry and its evolution.

ISSN:0304-3797    

DOI:10.1080/03043799708923463

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

Modern computer algebra systems have wide-ranging mathematical capabilities and user-friendly interfaces, which make them ideal tools for research and education. To demonstrate the applications of computer algebra for teaching, this paper reports on its successful incorporation into a senior, undergraduate, civil engineering course in open-channel hydraulics. Computer algebra is particularly useful for this course, since many hydraulics problems are non-linear and have traditionally required laborious solution techniques. The advanced capabilities of computer algebra systems also make them ideal tools for the design of hydraulic structures.

ISSN:0304-3797    

DOI:10.1080/03043799708923464

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

ISSN:0304-3797    

DOI:10.1080/03043799708923465

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor